ETF Lesson Plan Template
Date:
Wednesday, 10-05-14
Unit Name:
Lesson Focus:
TEKS Standards:
Earth and Space Science (unique learning unit 3, lesson 5&6)
Changing weather: changing activities, what is a meteorologist?
SCI.8.10, BIOL.3E, ELA.9.C *significant modifications for IEPs and pre-requisite
skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Demonstrate comprehension of written text and apply it to solve problems.
SWBAT: Show knowledge of weather and the science of meteorology.
Key Points: What, What: Students will learn about the job of a meteorologist.
How, Why?
How: By watching an example of the weather channel, class discussion and
unique leveled book, chapter 2, what is a meteorologist.
Why: To increase general knowledge of science and weather.
Materials:
Chapter 2, what is a meteorologist, video of weather channel, pencil and
Wednesday folders with associated worksheets.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Weather
 Cool
 Wear
 Hot
 Thermometer
 Forecast
 Meteorology/meteorologist
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
Do now/exit ticket/worksheets are 50% of daily grade, while the participation in the discussion and
answering group questions/activity is the remaining 50% of their daily grade.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 DO NOW activity: “For your DO FIRST,
you will have 5 minutes to answer the
questions on the board in your journal.”
(T presents the DO FIRST journal
question, which is to tell me about a day
when weather was important to you.”
 “When you are finished, wait quietly for
your classmates to finish.”
 CFU: “Now that everyone has answered
the DO FIRST, I would like you to
5 min
Student Actions:
 Ss will listen to the instructions.
 Ss will answer the questions in their
journal and then wait without talking,
until the time is up or everyone has
completed the question.
 Ss will not interrupt others while working
or disrupt the class during the silent/solo
activity.
 Ss will show their answers by a show of
hands for each response.
ETF Lesson Plan Template
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participate in a turn and talk. First
identify your table partner, then when I
say to start you will read your journal
answer to your partner, and then after 1
minute is up, switch placed and listen to
your partner. If you have longest hair,
you will share first.”
“Who would like to tell me something
interesting they heard during the turn
and talk?”
T will debrief the assignment after the
CFU, if determined some Ss answered
incorrectly.
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Ss will identify their table partner.
Ss will identify who has the longest hair,
and gets to share first.
Ss share their journal responses for 1
minute, then Ss switch places and the
next partner shares their responses for 1
minute.
Ss may volunteer to answer the question
about the turn and talk, reporting
something to the class.
If needed, Ss will discuss their responses
with the teacher for any corrections
needed.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T will play the weather forecast
examples clips.
 “What are some things you heard in the
weather forecasts?”
 “We are going to talk about
meteorologists today. Does anyone know
what meteorology is?”
 T will discuss why who they are and that
they study weather and atmosphere.
 T will discuss how T will review with the
class, how to get a weather forecast
every day.
 “Why is it important to know the
weather for the rest of the week?”
 T will review the question “How do we
know what the weather is every day,
without going outside?”
Student Actions
 Ss will watch the video, showing
intentional viewing throughout.
 Ss will answer the question about the
weather forecast. Acceptable answers
include; temperature, rain or not, sunny,
etc.
 Ss will answer the ‘what is a
meteorologist?” question posed by the
teacher.
 Ss will watch and may comment as asked
by the teacher.
 Ss will track the teacher, raise hands if
they have questions relevant to the
topic, and may take notes if needed.
 Ss will actively listen, sitting in SLANT
position.
 Ss will answer the question, acceptable
answers include; so you can plan what to
wear, what to do, etc.
ETF Lesson Plan Template
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 “Open your Wednesday folders and take
out the book. Quincey, please read the
title.”
 “Tatum, can you tell me who the author
was and who the illustrator was?”
 “Turn the page and we will take turns
reading the story, starting with Juan and
ending with Tatum.” Modified non-text
book with visual supports for Dylan, Abel
and Jorge.
 T will guide Ss through the entire
chapter, pausing to CFU as needed.
 T will read all challenge questions at the
bottom of each page of the chapter; 1.
What are ways we learn about the
weather? 2. What is a meteorologist? 3.
How does a meteorologist predict the
weather? 4. What does a meteorologist
learn from the air? 5. How do tools help
a meteorologist?
 “Now that we are done reading we will
answer some questions as a class. Please
take out your worksheet packets from
your Wednesday folder.” T will ask for
answers for each question on pages 1-2)
 “Now we will watch a brainpop video on
meteorology and take the quiz at the
end.”
Student Actions
 Quincey will read the title of the story
out loud.
 Tatum will answer the author/illustrator
questions out loud.
 Ss will turn the page in their book, and
track the speaker at all times.
 Ss will not talk unless they are reading
the book on their turn.
 Ss will follow along with their book.
 Ss will take out their worksheet packets
from their Wednesday folders.
 Ss will answer questions out loud with
the T, filling in the blanks in their first
two pages of worksheets.
 Ss will wait for further instructions once
finished.
 Ss will attempt to answer each question
as posed by the teacher.
 Ss will take out their folders and then
work on the first two pages together.
 Ss will participate in the meteorology
brain pop and take the quiz together as a
class.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
30 min
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
Teacher Actions
 “Now it is time to practice on your own. I
am passing out a worksheet with similar
questions. Please sign and date it at the
Student Actions
 Ss will listen to the T’s instructions,
without speaking.
 Ss will raise hands if they have questions
during the independent practice activity.
ETF Lesson Plan Template
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top and work through the questions. This
is a silent/solo activity.”
“If you have any questions or need help,
raise your hand silently and I will come
help you.”
“If you finish early, turn your papers in
and read a library book or begin a game
in the rec room until everyone is
finished.”
T passes out the worksheets to the class.
T will circulate the room until the
assignments are turned in and everyone
has completed the assignment.
T has modified the assignment for
AG/DD/JS.
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Ss who finish early will get a book or
begin a game in the rec room.
Ss will turn in completed work to be
graded by the T.
AG/DD/JS have a modified assignment.
Ss may consult their book for answer
choices, should they have difficulty
choosing the answers from memory.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
 Exit ticket: The finished unique learning
worksheets will serve as the exit ticket
for this class period.
 “If you finish early, get a library book or
you may request the computer, signing
up on the sign-in sheet. “
Student Actions
 Ss complete their worksheets.
 Ss will get an appropriate leisure activity
once they are finished with the Exit
ticket.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
ETF Lesson Plan Template
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)